Student learning objectives
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Student Learning Objectives. Meriden Public Schools. SLO Phase1: Review Data. SLO Phase 2: Set goals for student learning. SLO Phase 3: Monitor students progress. SLO Phase 4: Assess student outcomes relative to goals. SLO Process. 2. SLO Phase I: Review the Data.

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Student Learning Objectives

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Student Learning Objectives

Meriden Public Schools

SLO Phase1:




Phase 2:

Set goals for




Phase 3:





Phase 4:

Assess student

outcomes relative to goals

SLO Process


SLO Phase I: Review the Data

Sources of Data:

  • For students in grades 4-9 & 11, prior year(s) CMT/CAPT performance;

  • Results from screenings, diagnostics, pre-tests, placement exams, benchmarks, curriculum based measures, or student work portfolios;

  • Information from prior years’ teachers, including artifacts from data teams; and

  • Consideration of student-level characteristics that may impact achievement, such as ELL or Special Education status.


SLO Phase II: Step 1- Decide on the SLO

Student Learning Objectives (SLOs):

  • Are broad statements about student learning and expected student improvement

  • Represent the knowledge and skills the teacher wants students to demonstrate as a result of instruction;

  • Address the central purpose of the teacher’s assignment*;

  • Take into account baseline data on student performance*;

  • Pertain to a large proportion of teacher’s students*;

  • Reflect content mastery or skill development*; and

  • Reflect attainable but ambitious goals for student learning*.

* Indicates criteria that are used in the SLO approval process.


SLO Phase II: Step 1- Decide on the SLO

Best Practices for (SLOs):

  • Aligned to standards;

  • Aligned to state/district/school improvement goals;

  • Aligned to data team goals; and

  • Reflect high expectations for student learning -at least a year’s worth of growth (or a semester’s worth for shorter courses).


Sample SLO


Sample SLO


Sample SLO

More SLOs:


SLO Phase II, Step 2: Select Indicators of Academic Growth and Development (IAGDs)

  • Quantitative Target(s)

    • Identify specific evidence that will demonstrate the SLO was met;

    • Set the level of expected performance;

    • Are rigorous and attainable;

    • Reflect both greater depth of knowledge and complexity of thinking required for success;

    • Results in a numeric representation of student performance relative to the SLO; and

    • Meet or exceeddistrict expectations.


SLO Phase II, Step 2: Select Indicators of Academic Growth and Development (IAGDs)


    -S = Specific and Strategic

    -M = Measurable

    -A = Aligned and Attainable

    -R = Results-Oriented

    -T = Time-Bound


SLO Phase II, Step 2: Select Indicators of Academic Growth and Development (IAGDs)

  • Each SLO must include

    • A minimum of two IAGDs,

    • may include multiple differentiated IAGDs where appropriate;

    • standardized where appropriate and/or non-standardized.


Sample SLO and IAGD


Sample SLO and IAGD


SLO Phase II: Step 3

Document information that supports the SLO and IAGD:

  • Baseline/Trend Data

    • Identifies sources of data about student performance

    • Summarizes student data to demonstrate specific student need

  • Student Population

    • Identifies the students to be included in this objective

    • Explains why this group of students was selected

  • Interval of Instruction

    • Identifies the time period that this objective will cover


SLO Phase II: Step 3

  • Assessments

    • Identifies by specific names the pre/post- assessments

    • Aligns tightly to the learning content

    • Absent of bias

    • Includes constructed-response and high order thinking skills

    • Allows students to demonstrate application of knowledge or skills

    • Indicates that there are clear rubrics, scoring guides or answer keys for all items.


SLO Phase II: Step 3

  • Instructional Strategies/Supports

    • Identifies the key instructional approach and/or strategies to be taken during instruction

    • States how formative assessment will be used to guide instruction

    • Identifies professional learning/supports needed to achieve SLO


SLO Phase II: Step 4

  • Submit SLOs to Evaluator for Approval

  • The evaluator will examine each SLO relative to the following criteria to ensure that SLOs across subjects, grade levels and schools are both rigorous and comparable:

  • Baseline – Trend Data

  • Student Population

  • Standards and Learning Content

  • Interval of Instruction

  • Assessments

  • Indicators of Academic Growth and Development (IAGDs)/Growth Targets

  • Instructional Strategies and Supports


Phase III: Monitor Student’s Progress

  • Examine student work

  • Administer interim assessments

  • Track students’ accomplishments and struggles

  • Share interim findings with colleagues during collaborative time

  • Discuss action steps for achieving progress in feedback conversations throughout the year


Your Turn

  • Using your school data, create one sample teacher SLO and supporting IAGD’s that you might share with your faculty.

SLO Development Guide


Rating SLOs


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